DLP teachers reported significant increases in using technology for both content and pedagogy, but no significant difference from non-DLP teachers in basic technology skills¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? DLP teachers reported statistically significant increases in using technology to teach content and improve pedagogy. → Bakhshaei 2018 q2 i? There was no significant difference between DLP and non-DLP teachers in perceived basic technology skills. → Bakhshaei 2018 (2)

Evidence¶

Bakhshaei 2018¶

Bakhshaei, M., Hardy, A., Francisco, A., Noakes, S., & Fusco, J. (2018). Fostering Powerful Use of Technology Through Instructional Coaching: Results from the Pilot Year of the Dynamic Learning Project. Digital Promise. https://digitalpromise.dspacedirect.org/items/540c3325-fd5f-408e-a347-2409f57848dd doi:10.51388/20.500.12265/48

q2 · i? · design · r2

Pre/post survey of participating teachers across 50 pilot schools; the article reports "significant increases in using technology for both teaching content and pedagogy" without printing a test statistic or effect size.

"The teachers who were coached (DLP teachers) reported significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology both to support what they are teaching and how they are teaching it"

Bakhshaei 2018 (2)¶

Bakhshaei, M., Hardy, A., Francisco, A., Noakes, S., & Fusco, J. (2018). Fostering Powerful Use of Technology Through Instructional Coaching: Results from the Pilot Year of the Dynamic Learning Project. Digital Promise. https://digitalpromise.dspacedirect.org/items/540c3325-fd5f-408e-a347-2409f57848dd. doi:10.51388/20.500.12265/48

q2 · i? · associational · r1

End-of-year survey comparing coached and non-coached teachers in the pilot schools found "not a significant difference" in perceived basic technology skills; equivalence was not tested, and no effect size is printed.

"What is especially interesting is that there was not a significant difference in how DLP and non-DLP teachers perceive their basic technology skills"

Discussion¶

Related Claims¶

• More DLP teachers reported strong ability to select and use technology for pedagogy and for their content area than non-DLP teachers — related
• Dynamic Learning Project research found teachers who worked with edtech coaches used technology more frequently and felt more confident than peers who did not — related
• Teachers coached for more than one cycle reported more powerful technology use and greater confidence, though a breadth-versus-depth tradeoff remains open — related
• DLP-coached teachers reported greater increases in frequency of technology use than non-DLP teachers — related
• After one year of DLP coaching, coached teachers reported more frequent and more powerful technology use than non-participating colleagues — related
• DLP teachers reported more confidence than non-DLP teachers in using technology to develop students' six 21st-century skill categories — related
• Learning Studio participation increased students' comfort with, and skills around, the Studio technologies — related